More than 20% of beginning teachers leave the profession within the first five years of teaching. Early-career teachers, including preservice teachers, claim that classroom management can cause significant apprehension and managing student behaviour is high on the list of priorities for teachers, particularly as unsuccessful student management can produce teacher stress and early burn out. Mentors have a shared responsibility with universities for developing preservice teachers’ pedagogical practices, particularly classroom management which appears as a key issue for preservice teachers. This case study uses a five-factor mentoring model to analyse dialogue between a mentor and mentee through multiple data sources (e.g., video and audio-recorded interviews, archival documents from participants such as lesson plans, reflections and reports) to investigate mentoring practices which assist the development of a preservice teacher’s classroom management practices. Data indicated a strong relationship between the personal attributes and pedagogical knowledge of the mentor and the development of effective classroom management practices by the mentee.
|Keywords:||Mentoring, Preservice Teacher, Mentor, Classroom Management, Behaviour Management|
Lecturer, Faculty of Education, Learning and Professional Studies, Queensland University of Technology, Brisbane, Queensland, Australia
Senior Lecturer, Faculty of Education, Maths, Science and Technology, Queensland University of Technology, Brisbane, Queensland, Australia
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